Abstract
Children who start school with strong language skills initiate a trajectory of academic success, while children with weaker skills are likely to struggle. Research has demonstrated that media and parent–child interactions, both characteristics of the home literacy environment, influence children's language skills. Using a national sample of American parents of children aged 8–36 months ( n = 500), the current study evaluated how media and parent–child interactions are associated with children's language skills. Results indicated a positive association between literacy-based parent–child interactions and children's language production. The association between access to radios and children's books was mediated by parent–child interactions. These results offer important implications for creating home interventions to boost the language abilities of children before entering school.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
